Pemetaan Landscape Miskonsepsi Fisika: A Systematic Review

Anggrini, Rindy Puspita
Phadila, Cindy Aulia
Permatasari, Intan
Hakim, M. Arif Rahman
Maison, Maison
Furqon, M.

Pendekar : Jurnal Pendidikan Berkarakter
Vol 9, No 1 (2026): April

Abstract: Misconceptions constitute a serious issue in physics education as they hinder students’ conceptual understanding. This study aims to systematically map the distribution of misconception topics, the characteristics of diagnostic instruments, and the effectiveness of misconception-reduction methods based on empirical evidence. A total of 200 articles were retrieved from Scopus, Google Scholar, and ERIC and screened using the PRISMA framework, resulting in 40 eligible studies (2014–2025, empirical research, clearly identified diagnostic instruments, and full-text availability). The selection process involved identification, title–abstract screening, and full-text eligibility assessment to ensure methodological rigor. The findings indicate that three-tier and four-tier diagnostic tests are the most frequently used instruments, while misconceptions are most prevalent in mechanics, followed by electricity and magnetism, waves and optics, and thermodynamics. Multi-tier instruments demonstrate greater effectiveness in revealing students’ conceptual structures compared to conventional tests. This review provides an integrated synthesis map that supports evidence-based diagnostic assessment and remedial strategies in physics education.Abstrak: Miskonsepsi merupakan masalah serius dalam pembelajaran fisika karena menghambat pemahaman konseptual siswa. Penelitian ini bertujuan memetakan secara sistematis distribusi topik miskonsepsi, karakteristik instrumen diagnostik, dan efektivitas metode reduksi berdasarkan bukti empiris. Sebanyak 200 artikel ditelusuri melalui Scopus, Google Scholar, dan ERIC, kemudian diseleksi menggunakan alur PRISMA hingga menghasilkan 40 artikel yang memenuhi kriteria inklusi (2014–2025, penelitian empiris, menggunakan instrumen diagnostik yang teridentifikasi jelas, dan tersedia full text). Proses seleksi dilakukan melalui tahap identifikasi, penyaringan judul–abstrak, serta penilaian kelayakan full text untuk memastikan kualitas metodologis. Hasil menunjukkan bahwa three-tier dan four-tier diagnostic test paling dominan, sementara miskonsepsi terbanyak ditemukan pada mekanika, diikuti listrik magnet, gelombang optika, dan termodinamika. Instrumen multi-tier lebih efektif mengidentifikasi struktur konsepsi siswa dibandingkan tes konvensional. Kajian ini menawarkan peta sintesis terintegrasi yang relevan sebagai dasar pengembangan assessment diagnostik dan strategi remedial berbasis bukti dalam pendidikan fisika.